Using Blooms Taxonomy for Cornell Notes

Blooms Taxonomy provides an important framework for teachers and students to use to
focus on higher order thinking. The framework of Blooms Taxonomy includes six levels
of learning to help us map the way we think. The six levels are:

Level I: Knowledge Level IV: Analysis

Level II: Comprehension Level V: Synthesis
Level III: Application Level VI:
Evaluation

Each level of Blooms build up from one another which allow you to ask basic questions
to complex questions.

Example:
Level I: What is Biology?
Level II: Give an example of how Biology is used in everyday life.
Level III: How would you apply the Scientific Method to cooking a new recipe?
Level IV: How would you interpret/explain the data in the chart?
Level V: Based on the data, do you agree with the conclusion?
Level VI: Hypothesize what would happen is you change the independent variable.
This resource will provide you with a clear definition of each level of the Blooms
Taxonomy as well as common actions verbs and question stems.

NOTE: Your goal for taking Cornell Notes is to ask questions in Levels I-IV. Teachers
will assess you asking questions from all the levels!

Blooms Level I: Remember

Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.

Blooms Level II: Understand

Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.

Blooms Level III: Apply

Solve problems in new situations by applying acquired knowledge, facts, techniques and
rules in a different, or new way.

Blooms Level IV: Analyze

Examine and break information into parts by identifying motives or causes. Make
inferences and find evidence to support generalizations.

Blooms Level V: Evaluate

Compile information together in a different way by combining elements in a new pattern
or proposing alternative solutions.

Blooms Level VI: Create

Present and defend opinions by making judgments about information, validity of ideas or
quality of work based on a set of criteria.
Action Words for Blooms Taxonomy
 Remember Understand Apply Analyze Evaluate Create
define explain solve analyze reframe design
identify describe apply compare criticize compose
describe interpret illustrate classify evaluate create
label paraphrase modify contrast order plan
list summarize use distinguish appraise combine
name classify calculate infer judge formulate
state compare change separate support invent
match differentiate choose explain compare hypothesize
recognize discuss demonstrate select decide substitute
select distinguish discover categorize discriminate write
examine extend experiment connect recommend compile
locate predict relate differentiate summarize construct
memorize associate show discriminate assess develop
quote contrast sketch divide choose generalize
recall convert complete order convince integrate
reproduce demonstrate construct point out defend modify
tabulate estimate dramatize prioritize estimate organize
tell express interpret subdivide find errors prepare
copy identify manipulate survey grade produce
discover indicate paint advertise measure rearrange
duplicate infer prepare appraise predict rewrite
enumerate relate produce break down rank role-play
listen restate report calculate score adapt
observe select teach conclude select anticipate
omit translate act correlate test arrange
read ask administer criticize argue assemble
recite cite articulate deduce conclude choose
record discover chart devise consider collaborate
repeat generalize collect diagram critique collect
retell give examples compute dissect debate devise
visualize group determine estimate distinguish express
illustrate develop evaluate editorialize facilitate
judge employ experiment justify imagine
observe establish focus persuade infer
order examine illustrate rate intervene
report explain organize weigh justify
represent interview outline make
research judge plan manage
review list question negotiate
rewrite operate test originate
show practice propose
trace predict reorganize
transform record report
schedule revise
simulate schematize
transfer simulate
write solve speculate
structure
support test
validate
 Sample Question Stems Based on Revised Blooms Taxonomy
Remember Understand
Who? What does this mean?
Where? Which are the facts?
Which one? State in your own words.
What? Is this the same as ?
How? Why? Give an example.
How much? Select the best definition.
How many? Condense this paragraph.
When? What would happen if ?
Explain why . . .
What does it mean?
What expectations are there?
What happened after? Read the graph (table).
What is the best one? What are they saying?
Can you name all the This represents . . .
? What seems to be ?
Who spoke to ? Is it valid that ?
Which is true or false? What seems likely?
Show in a graph, table.
Which statements support ?
What restrictions would you
add?
Outline . . .
What could have happened
next?
Can you clarify. . .?
Can you illustrate . . . ?
Does everyone think in the way
that does?
Apply
Predict what would happen if ...
Choose the best statements that
apply.
Judge the effects of What
would result ? Tell what
would happen if Tell how,
when, where, why.
Tell how much change there would
be if
Identify the results of Write
in your own words How
would you explain ? Write a
brief outline
What do you think could have
happened next?
Who do you think?
What was the main idea ?
Clarify why
Illustrate the
Does everyone act in the way that
does?
Draw a story map.
Explain why a character acted in
the way that he did.
Do you know of another instance
where ?
Can you group by characteristics
such as ?
Which factors would you change if
?
What questions would you ask of
?
From the information given, can
you develop a set of instructions
about ?
Adapted from the following sources: Pohl, Michael. Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of
Thinking. Cheltenham, Vic.: Hawker Brownlow. 2000; Tarlington, Denise. Blooms Revised Taxonomy. Powerpoint;
www.center.iupui.edu/ctl/idd/docs/Bloom_revised021.doc, February 8, 2006; http://eprentice.sdsu.edu/J03OJ/miles/Bloomtaxonomy(revised)1.htm

Analyze Evaluate Create

What is the function of ? What fallacies, consistencies, Can you design a to
Whats fact? Opinion? inconsistencies appear? ?
What assumptions ? Which is more important, Can you see a possible
What statement is relevant? moral, better, logical, valid, solution to ?
What motive is there? appropriate? If you had access to all
What conclusions? Find the errors. resources, how would
What does the author believe? Is there a better solution to you deal with ?
What does the author assume? ? Why dont you devise
State the point of view of Judge the value of your own way to ?
What ideas apply? What do you think about ? What would happen if?
What ideas justify the conclusion? Can you defend your position How many ways can you
Whats the relationship between? about ? ?
The least essential statements are Do you think is a good or Can you create new and
bad thing? unusual uses for ?

How would you have handled Can you develop a
Whats the main idea? Theme?
? proposal which would
What literary form is used? ?
What persuasive technique is used? What changes to would
you recommend? Do you How would you test ?
Determine the point of view, bias, Propose an alternative.
values, or intent underlying believe ?
How would you feel if ? How else would you ?
presented material.
How effective are ? State a rule.
Which events could not have
happened? What are the consequences of
If happened, what might the ?
ending have been? What influence will have
How is similar to ? on our lives?
What do you see as other possible What are the pros and cons of
outcomes? ?
Why did changes occur? Why is of value?
Can you explain what must have What are the alternatives?
happened when ? Who will gain and who will
What were some of the motives lose?
behind ?
What was the turning point?
What are some of the problems of
?
Can you distinguish between ?
Adapted from the following sources: Pohl, Michael. Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of
Thinking. Cheltenham, Vic.: Hawker Brownlow. 2000; Tarlington, Denise. Blooms Revised Taxonomy. Powerpoint;
www.center.iupui.edu/ctl/idd/docs/Bloom_revised021.doc, February 8, 2006; http://eprentice.sdsu.edu/J03OJ/miles/Bloomtaxonomy(revised)1.htm